Author: Jinli Wei, Jingxiao Chen, Liangjing Wang     

Date of publication: May, 2022

Target audience: Students and parents who aims to participate in IB program in Chongqing No.1 Secondary School      

Date for next review: May, 2025            

Contents

Language Policy……1

1. Language philosophy……3

2. Language profile……3

3. Language of the school community……4

3.1 Chinese……4

3.2 English……4

3.3 Mother tongue……5

4. Language pathways within the school……5

4.1 Self-taught procedures……8

5. Role of language in teaching and learning……9

6. Use of language……10

7. Language development record……10

1. Language philosophy

The study and use of language have been always playing a vital rote in the era of internationalization. Chongqing No. 1 Secondary School is an international learning community that embraces students from around the world regardless of their social backgrounds and cultural identities. We are committed to creating a study atmosphere full of respect, participation, equity, and creativity for all students, within which language shall be a significant bridge to connect people and lead to academic and career achievement. On campus, language not only transcends disciplinary areas to optimize academic research, but also crosses culture boundaries to boost efficient communication. All teachers here will recognize learning as a life-long process, and will empower our students with the knowledge, capabilities, and values essential to thrive in the society, by using languages appropriately and skillfully.

2. Language profile

At Chongqing No.1 Secondary School, the languages spoken are mainly Mandarin Chinese and English in accordance with the diversity of the existing students. All students and teachers are able to understand each other using a common language English.

Similar to senior high education in China (the Gaokao system), IB diploma program requires all students to master at least two languages before college entrance, including their mother tongue and acquisition of another language. During all study sessions, all teaching staff understand that they share the responsibility to teach students the authentic language skills and practices. All students are surrounded with language in visual, verbal and written forms, and they will learn to interact with others and deal with problems in a proper language. Ultimately, students can gradually elevate awareness and open-mindedness of various approaches of communication and the different languages used as medium of learning other subjects. Through bilingual teaching and learning, every student and parent will acknowledge both the receptive and productive aspects of language, and every teacher will provide students with opportunities exposed to the many modalities of language for future development.

The school holds a strong belief that preserving and developing the native language of a student is to help deepen his understanding of domestic culture and expand the width of universal knowledge. Also, the study of a second language offers a brand-new perspective from which one can gain comprehension of another culture and a powerful means by which one will look at global issues anew. Besides, we hope those students whose members are of smaller cultural groups in the school could communicate freely and integrate better in our multicultural environment

3. Language of the school community

3.1 Chinese

Chinese is the instruction language in our school. School announcements, orientations, student brochure, class meetings, school ceremonies, etc. will be given in Chinese either in written or verbal form. All teachers support Chinese language literacy. All Chinese students shall regard Chinese as their mother tongue, namely studying Language A subject in DP. We view mother tongue as particularly important for cognitive development, concepts learning, communication strengthening, and cultural identity reinforcing. Features of the Language A curriculum include grammar, literature, expression techniques, and high level of writing mechanics.

For overseas students, Chinese will be regarded as a mandatory second language to study. To facilitate study and acquire a holistic understanding of the Chinese culture, foreign students are required to improve fluency in Chinese during their study at Chongqing No.1 Secondary School. As a result of this language acquisition supplement, students should gain the Chinese language skills necessary to achieve their full potential. They are expected to learn Chinese language courses primarily focusing on Pinyin instruction, vocabulary, and rudimentary writing. Oral communication, as well as listening skills, are emphasized through individual student reports and presentations. Chinese study is to aid overseas students to work in the classroom consistently without much difficulty in communication. We will assess a student on whether he or she has the eligibility to select the Chinese B or Chinese ab initio subject in DP in terms of his or her HSK (Standard Chinese Proficiency Test) result.

3.2 English

English comes as the second instruction language in our school All IB official information of the school, student brochure. IB courses with relevant materials, etc will be given in English either in written or verbal form All teachers support English language literacy, which helps stimulate a bilingual pedagogical atmosphere. For both Chinese (HK. Macau, and Taiwan included) and overseas students, English should be treated as a very important second language. It is an essential instrument for students to seek for international education worldwide and diversify the means of absorbing different cultures.

English curriculum of language ability will preferably  underpin students, vocabulary, grammar, listening, and reading, followed by speaking and writing. Hopefully, all students can achieve an ideal score in a standard English language test (TOEFL/IELTS) at an early stage. In DP period. English B (HL) is required for all Chinese students and selective for overseas students qualified to reach the threshold. For an overseas student, he/she can choose either Chinese or English as the subject of language acquisition. In the advanced English language curriculum, students will be more immersed in the field of English literature and academic essay, which would markedly equip themselves with critical insight and reflective ability.

3.3 Mother tongue

Our school always concentrates on mutual respect for native cultures, so we will provide full support for the study of one’s mother tongue. As stated above. Chinese is the mother tongue for students from mainland China, Hong Kong, Macau, and Taiwan. As for overseas students whose mother tongues are other languages except for Chinese or English, the school offers essential language courses and tutoring for their native language development. In this case, parents will be informed ahead of time that additional cost shall be produced in the tuition.

4. Language pathways within the school

Language ability will be considered as a very important standard in a student’s admission to Chongqing No.1 Secondary School. During the admissions decision-making process (see Admissions Policy 2 2), a student must show sufficient ability and potential development in language studies (both Chinese and English), otherwise there is a possibility that he/she would be denied. Upon enrollment, a student will be put into one of the study schemes below in terms of his/her language ability in different study periods.